REVIEW OF RELATED LITERATURE

This chapter of the study shows the related literature and studies which are
necessary to the present study. The aim of this chapter is to give a general review of
the literature on independent/cooperative learning program which is the tool of the
ABM students of their preparation on their NCIII Bookkeeping Examination. The
reviewed material served as guide in the conduct of the study.

Constantopoulos (2011) define cooperative learning as a concept based on

group work in which the learners are responsible for others’ learning as well as their
own learning. A major feature of cooperative learning is that it involves learner-to-
learner interaction in the process of fostering successful learning.

Roth and Roychoudhury (2010), cooperative learning is the convenient way to

support the construction of individual knowledge of the members in a variety of ways.
When learners are required to explain, elaborate, or defend their position, they
construct a deep understanding because they have to evaluate, integrate, and
elaborate upon their existing knowledge. Learning through cooperative problem
solving gives rise to insights and solutions that would not come about without them.

The previous view is supported by Hertz-Lazarowitz, Baird and Lazarowitz

(2010), when they indicate that cooperative learning creates a classroom learning
environment which contributes to the positive perception pupils have towards social
and cognitive aspects of the learning process, since learners are able to make more
friends and practice more helping behavior. They hold that cooperative learning
creates a classroom environment in which learners listen to each other, develop love
for peers, exchange ideas and be on task most of the time. Learners learn to
cooperate and cooperate to learn. They also come to feel for their classmates.
Communication abilities of listening and questioning as well as the learner’s polite
interaction are improved. Since cooperative learning requires learners to be both
physically and mentally engaged, it makes them to construct knowledge.
 Felder & Brent (2013), the term cooperative learning (CL) refers to students
working in teams on an assignment or project under conditions in which certain criteria
are satisfied, including that the team members be held individually accountable for the
complete content of the assignment or project. Collaboration among the group
members improves the skills of the students to communicate in social discussion and
participate in the accomplishment of their common goal. Low performing students may
tend to give up on performing his activity alone but with the help of high performing
students. The exercise would be significant for both of them where strong students
can still enhance his capability to explain the procedure to the weak students and the
process would keep them socially matured with concern for one another.
Cooperative learning offers a pleasant learning situation for all students, all students
have equal opportunity, competition is amended as friendship, the spirit of cooperation
and participation is reinforced, and all students are entitled to be thoughtful and
creative.

Metzler (2012), learning in various ways through self-discovery or with the help
of their peers strengthen the foundation of knowledge which is built from a shared
environment. Metzler defines cooperative learning as a methodology in which
“students learn with, from and for their peers”. It is an educational methodology based
on working in small and usually heterogeneous groups, in which students work
together to expand or hone their own skills and those of other group members.

Race (2014) emphasized that cooperative learning might have affected the
‘doing’ without affecting the ‘wanting’. Students may have appeared to engage more
actively in discussion, still, this does not necessarily imply that cooperative learning
increased their cognitive activity. The extent of learning can be best measured and
described through assessing the quality of their products or outputs. It is still a
challenge for the teachers to observe properly the behavior of the students that would
somehow affect their academic performance.

Cooperative learning is an approach to the aim of student-centered classroom

activities towards the attainment of the outcomes-based environment as required by
accrediting and certifying bodies and agencies of higher education. The teacher
should prepare the activities appropriately to obtain remarkable learning experience
on the part of the learners. Providing clear objectives of the classroom activities gives
the learners a sense of direction towards the attainment of the group goals. Everyone
is an important composition of the team and each member should actively participate.
The teachers should set the environment conducive for learning including the
materials to be used, safety of the students during the activity, motivation to
participate, and encouragement to obtain high academic performance. Cooperative
learning also creates and hones future leaders where dedication and commitment to
serve the group is an experience that would cultivate their leadership skills.

It is also a responsibility of everyone in the academic community to provide an

outcomes-based environment that would help shape the character and values of the
learners. The support of the management in providing resources to sustain the
implementation of Outcomes-based education is an important aspect of success. The
learning outcomes of the students gained from the cooperative learning serve as an
essential product in an effort to provide quality education for the future leaders of the
world and as for the ABM students, they might be the passers of the said examinations.